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Abstract

“No Excuses” charter schools are designed raise the achievement levels of students, particularly those who come from disadvantaged backgrounds. We will examine whether they have in fact done so, in mathematics and literacy. There are numerous studies of individual “No Excuses” charter schools. Our review and meta-analysis will be the first study to estimate the grand mean effect of attending a “no excuses” charter school by combining all available research into a larger meta-analysis.